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Griggs, Richard A. – Teaching of Psychology, 2015
Given the many inaccuracies in the original "New York Times" 38-witnesses version of the Kitty Genovese story, this study examined the accuracy of this story in current introductory psychology textbooks, 50 years later. Recent studies have shown that there is no evidence for the following three key features of the original story: (1)…
Descriptors: Sexual Abuse, Case Studies, Introductory Courses, Psychology
Griggs, Richard A. – Teaching of Psychology, 2015
Asch's classic social pressure experiments are discussed in almost all introductory and social psychology textbooks. However, the results of these experiments have been shown to be misrepresented in textbooks. An analysis of textbooks from 1953 to 1984 revealed that although most of the responses on critical trials were independent correct ones,…
Descriptors: Textbook Content, Textbook Bias, Textbook Standards, Social Psychology
Griggs, Richard A.; Jackson, Sherri L. – Teaching of Psychology, 2013
It has been 13 years since the last objective analysis of full-length introductory psychology textbooks was published and 15 years since the textbook copyright period used in that study, 1995-1997. Given the importance of informed textbook evaluation and selection to the introductory course but the difficulty of this task because of the large…
Descriptors: Introductory Courses, Psychology, Textbooks, Comparative Analysis
Jackson, Sherri L.; Griggs, Richard A. – Teaching of Psychology, 2013
Introductory psychology textbooks have been criticized for being too long and too expensive. A national survey of introductory teachers found that 89% of introductory courses are only one term in length and that teachers could only cover 68% of a text's topics. This situation has been made more problematic by the soaring prices of…
Descriptors: Psychology, Introductory Courses, Textbooks, Textbook Content
Goldstein, Susan B.; Siegel, Dustin; Seaman, Jessica – Teaching of Psychology, 2010
We content analyzed 24 best-selling introductory psychology textbooks to assess the presence and nature of material addressing issues of disability. Content analyses assessed the frequency with which specific impairments are presented, the chapters and topics most likely to contain disability-related material, the context in which people with…
Descriptors: Textbooks, Disabilities, Psychology, Content Analysis

Querashi, M. Y.; Zulli, Michael R. – Teaching of Psychology, 1975
Twenty-five introductory college psychology textbooks are analyzed for terms most frequently used, the textbooks which employed the largest number of frequently used terms; similarity among textbooks; and the relationship between readability and technical thoroughness of the texts. (Author/JR)
Descriptors: Content Analysis, Higher Education, Psychology, Readability

Herzog, Harold A., Jr. – Teaching of Psychology, 1986
Examines the coverage given to sociobiology in 37 introductory psychology textbooks. Results indicated that most books provided some discussion of sociobiology, but it was typically superficial and there were often significant errors in the interpretation of theory. (Author/JDH)
Descriptors: Biology, Clinical Psychology, College Curriculum, Content Analysis

Linton, Simi – Teaching of Psychology, 1992
Reveals conclusions of an analysis of developmental psychology textbook information about television and children. Reports variability in the amount and type of information presented. Suggests that the amount of information presented has declined in recent years. Expresses concern for the textbooks' scant coverage of the effects of television on…
Descriptors: Child Development, Content Analysis, Developmental Psychology, Higher Education

Harari, Herbert; Jacobson, Adela – Teaching of Psychology, 1984
Introductory psychology textbooks were analyzed to determine what percentage of space they devoted to the following content areas: experimental/learning, physiological/biological, developmental, social/personality, cognitive, clinical, educational, industrial/organizational, tests and measurements, and other. Results showed a clear preponderance…
Descriptors: Content Analysis, Educational Research, Educational Trends, Higher Education

Carlson, Stephen; Millard, Richard J. – Teaching of Psychology, 1984
An content analysis of introductory psychology textbooks revealed that only 25 percent of the texts include a section on industrial/organizational (I/O) psychology and that another 25 percent fail to even mention the area. Such limited coverage of the I/O field may limit career alternatives that students consider. (RM)
Descriptors: Content Analysis, Educational Research, Educational Trends, Higher Education

Zechmeister, Jeanne S.; Zechmeister, Eugene B. – Teaching of Psychology, 2000
Explores two studies: (1) a content analysis of the key terms and concepts in the glossaries of 10 full-length, college, introductory psychology textbooks; and (2) a national sample of experienced introductory psychology instructors evaluated the terms and concepts found in the glossaries and rated the importance of these terms and concepts for…
Descriptors: College Faculty, Content Analysis, Glossaries, Higher Education
Human Sexuality Textbooks: A Critical Look at the Visual Presentation of Sexually Explicit Material.

Hartlaub, Mark G.; Dreznick, Michael T. – Teaching of Psychology, 2001
Presents results from a content analysis of 12 human sexuality textbooks published between 1989 and 1996 to determine the relationship between the content and presentation of the material in the texts. States that the textbooks demonstrate a preference for how sexual material is visually presented. (CMK)
Descriptors: Content Analysis, Higher Education, Human Body, Illustrations

Chatman, Steven P.; Goetz, Ernest T. – Teaching of Psychology, 1985
An objective index-based textbook evaluation method that can be reliably applied to large collections of introductory textbooks is described. The method was designed to help teachers reduce the pool of available introductory texts to a manageable number for more in-depth treatments. Dimensions assessed were key concepts and major theorists…
Descriptors: Content Analysis, Evaluation Methods, Higher Education, Introductory Courses

Quereshi, M. Y. – Teaching of Psychology, 1993
Compares a content analysis of 60 college introductory psychology textbooks published or revised between 1969 and 1975 with another analysis of 52 texts published or revised between 1980 and 1989. Finds recent texts more voluminous and more comprehensive, yet more readable than their predecessors. (CFR)
Descriptors: Content Analysis, Educational Objectives, Higher Education, Psychology

Peden, Blaine F.; Hausmann, Sarah E. – Teaching of Psychology, 2000
Reports on a content analysis of data graphs in introductory level and upper level psychology textbooks. Explains that upper level and introductory textbooks did not differ on the frequency and variability of data graph presentation. Presents the results and discusses implications for teachers of psychology. (CMK)
Descriptors: Bibliographies, Comparative Analysis, Content Analysis, Graphs